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Tuesday, December 11, 2012

Assessing Readers

Thinking
a lot about all of the different types of readers in my classroom over the past
few days. Looking around the room I see kids that love graphic novels and kids
who can’t stand them. Kids who always have three books (or more) going at a
time and kids who finish one book before starting another. Kids who read faster
than the speed of light and kids who read slowly and thoughtfully. In the 70
readers I have this year, not one is the same as another. And yet, with RTI and
NCLB, these readers are measured against each other and against a bar set at a
certain level.

To some
extent I really do understand. We want to be sure our students comprehend what
they read, that they are growing as students. As their teacher, I want to know
that what I have taught has sunk in. I want to know that I have prepared them
to move on from our classroom. So assessment, yes, I get it. But sometimes I
question what we are assessing, what we are measuring.

Not only that, but sometimes the skills I find the most important can’t be
assessed. One of my goals every year is to create life-long readers. I said
that once in a professional development workshop and the presenter said that
was a lofty goal, we should just shoot for kids that could read. I didn’t
reply, but inside I thought to myself – no,
I want them to love reading. Why does it matter to me so much? Because I
know that kids who love to read are better readers. They score better in
school. They will be surrounded by “friends” when they feel alone. That they
can turn to a book to understand the world and understand themselves. My life
is more complete because I am a reader – I cannot imagine my world without
books. I want this for my students.

This goal is not on any standardized test. I don’t give a survey for RTI to see
who reads and who doesn’t. But I can assess it. And I know readers when I see
them – even when I’m not in my classroom. Over lunch on Sunday my husband was
telling me he needed to get some books “on deck.” He said he wants to learn
more about Thomas Jefferson and had found a biography of his he’d like to read.
He’s also just beginning a Star Wars book. Finally, he had borrowed the next
book in the Bone series from our son, Luke. When I asked why he had three books
he explained that some were heavier than others; that occasionally he might
switch to a different book when he needed a break. He’s a reader.

And
tonight I was reading an Elephant & Piggie book to my son, Liam. I flipped
to the end and saw this list with checks and lines. I asked Liam what was going
on in his book. He explained he was trying to figure out which Elephant &
Piggie book he still needed to add to his collection. He’s a reader too.

So I
think in this time of assessments, data points, growth models, and more I need
to be reminded that not everything I teach can be measured. And that often,
what I place the most value in, can only be measured by me – teacher and
student, sitting down and talking. Still, in my mind, one of the best ways to
assess.